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Change in Schools
Facilitating the Process
Change in Schools
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Gene Hall - Editor
Shirley Hord - Editor
SUNY series, Educational Leadership
N/A
Hardcover - 404 pages
Release Date: March 1987
ISBN10: 0-88706-346-2
ISBN13: 978-0-88706-346-6

Out of Print
Price: $33.95 
Paperback - 404 pages
Release Date: March 1987
ISBN10: 0-88706-347-0
ISBN13: 978-0-88706-347-3

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Summary Read First Chapter image missing

This book summarizes nearly fifteen years of research in schools--research geared toward understanding and describing the change process as experienced by its participants. It addresses the question: "What can educators and educational administrators don on a day-to-day basis to become more effective in facilitating beneficial change?" The book provides research-based tools, techniques, and approaches that can help change facilitators to attain this goal.

The authors contend that, in order to be more effective, educators must be concerns-based in their approach to leadership. Early chapters deal with teachers' evolving attitudes, concerns, and perceptions of change, as well as their gradually developing skills in implementing promising educational innovations. The authors next turn to examine the role of the school principal and other leaders as change facilitators, and present ways that they can become better informed about the developmental state of teachers as well as how to use these diagnostic survey and data as the basis for facilitating the change process. The emphasis is on practical day-to-day skills and techniques, showing administrators how to design and implement interventions that are supportive of teachers and others.

Each chapter presents not only the concepts and research of the authors but also translates the concepts in concrete applications which illustrate the ways they can be applied to obtain genuine and lasting improvements.

The book also contains an important discussion and description of the change process, focusing on teachers, innovations, and the schools.

Gene E. Hall is Professor of Educational Leadership at the University of Florida at Gainesville. Shirley M. Hord is Senior Development Associate at the Southwest Educational Development Laboratory.


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Table of Contents

Preface

Acknowledgments

1. The Concerns-Based Approach: An Overview

2. The Literature: Leadership for Change

3. The Teacher's Point of View: Stages of Concern

4. Is It Being Used? Levels of Use of an Innovation

5. What Is It? Innovation Configurations

6. Little Things Mean a Lot: Incident Interventions

7. How Do Interventions Fit into an Overall Plan? The Intervention Taxonomy

8. What Kind of Change Facilitator Are You? Responder, Manager, or Initiator

9. Principals Do Not Do It Alone: The Consigliere and Other Change Facilitators

10. How Does the Concerns-Based Approach Really Work? A Case Study

11. So What Else Is There to CBAM? Explorations of Additional Theory, Practice, and Research

Appendix A: Certified Trainers—The CBAM Cadre International

Appendix B: Example Interventions for Each Stage of Concern

References

Index



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